test assessing secondary completion (tasc) west virginia ...wvde.state.wv.us/abe/tasc...

Test Assessing Secondary Completion (TASC)

West Virginia Training for Instructors

Copyright © 2013 by CTB/McGraw-Hill LLC. This publication or portions thereof may not be reproduced and distributed. The TASC logo and Test Assessing Secondary Completion are trademarks of McGraw-Hill Education. All other brands and product names found in this publication are the property of their respective owners and are not associated with the publisher of this publication.

Copyright © 2013 CTB/McGraw-Hill LLC.

What is TASC?• The Test Assessing Secondary Completion is CTB/McGraw‐

Hill’s high school equivalency test

• Accessible to the approximately 40 million adults in the U.S. without high school or equivalency diplomas

• Measures readiness for college or workforce as outlined by the Common Core State Standards and relative to that of graduating high school seniors

• Examinee Cost ‐ $0 in West Virginia

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Measurement of Common Core Standards• TASC provides a transition to Common Core State Standards

(CCSS) over a three year period ‐ 2014 to 2016 inclusive

• TASC supports adult learners and adult education centers as they shift from current preparation practices to those required for the full depth and breadth of CCSS

• TASC will increase the Depth Of Knowledge (DOK) level of items over time allowing states to gradually move from the essential concepts of the Common Core State Standards to deeper understanding

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Helpful Websites• http://wvde.state.wv.us/teach21/

• Link to the Livebinder with a tab for TASC: https://www.livebinders.com/play/play?id=411993

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• English Language Arts: Reading – Common Core State Standards – College and Career Readiness Standards for Adult Education

• English Language Arts: Writing– Common Core State Standards – College and Career Readiness Standards for Adult Education

• Mathematics– Traditional mathematical pathway of the Common Core State Standards– College and Career Readiness Standards for Adult Education

• Science– Next Generation Science Standards

• Social Studies– CTB Social Studies Standards are based on national frameworks in the areas of US

history, world history, civics and government, and economics

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TASC Subtests

Copyright © 2013 CTB/McGraw‐Hill LLC.

TASC Detailed Test Design

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CTB TASC Subject Domain/Reporting Category Approximate

Domain Coverage

Language

Arts‐

Reading Reading – Informational + Language

(vocabulary acquisition) 70%

Reading – Literary + Language (vocabulary acquisition)

30%

Language

Arts‐

Writing

Language 100% Writing 100%

Mathematics Number and Quantity 15%

Algebra 25%Functions 25%Geometry 25% Statistics and Probability 10%

Social Studies US History 25%

World History 15%Civics and Government 25%Geography 15%Economics 20%

Science

Physical Science 33% Life Science 34%Earth and Space Science 33%Engineering, Technology, and Application of Science (integrated)

100%

Scientific and Engineering practices (integrated)

100%

Cross‐cutting Concepts (integrated) 100%

Number of Items

50 MC items7‐8 passages

50 MC items1 prompt

based on 1‐2 passages

40 MC items12 GR items

47 MC items8 stimuli

47 MC items8 stimuli


Test Formats3 new TASC forms each year in both English and Spanish

– Forms A, B, and CTest formats include

– Online – Paper and pencil (an accommodation version but sites may use if needed)

Accommodations– Paper and pencil– Large print– Braille

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TASC Transition Plan• 2014 test:

– Multiple‐choice items (4 answer choices; a, b, c, d)– Writing prompt (evidence‐based writing)– Gridded‐response items (mathematics)– Stimulus‐based science and social studies item sets

• 2015 test: – Technology‐enabled and constructed‐response items included for field

testing– These items do not count toward student scores in 2015

• 2016 test:– Technology‐enabled items and constructed response items contribute to

student scores– AI scoring

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Testing Times

Subject Section Est. time to Complete : English

Est. time to Complete : Spanish

Mathematics

Math–Part 2 (Calculator Session) 50 minutes 55 minutes

15‐minute Break

Math–Part 1 (Non‐Calculator Session) 55 minutes 60 minutes

Writing 105 minutes 110 minutes

Reading 75 minutes 80 minutes

Science 85 minutes 90 minutes

Social Studies 75 minutes 80 minutes

The maximum length of time for a test session in which all five (5) subtests are given is approximately 445 minutes (7.5 Hours) for testing in English or 475 minutes (8 hours) for testing in Spanish.


So, we know this business• Paper and Pencil Testing

– Scan more than 240 million sheets/4 million scan sheets processed per day at peak

– 2 shifts of 700 handscorers each per day at peak at our primary scoring center/Complete 98 million reads of constructed‐response/open‐ended items annually

– Over 27,000 Test items created annually– Design over 125,000 pages of test forms– Print 2.4 billion test booklet pages– Print 38 million pages of student reports

• Computer Based Testing– Score millions of online tests – Secure lock down browser supports Windows, Mac, Linux, and Thin Client

systems; – Over 10,000 test centers using CTB’s Online Assessment System– More then 4 million computer‐based tests delivered annually

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TASC Readiness AssessmentInstruction aligned to CCSS is the best way to assure success to our test takers, but it is important to understand the content, DOK, and structure of the test.

Practice Test:• TABE Online Common Core Testlets• Practice tests from www.tasctest.com (PDF)

TASC Readiness Assessment Description• Paper/pencil (local scoring of Writing prompt)• Online versions (local scoring of Writing prompt)• ½ the length of the TASC test• Predicted TASC passing score• Same scale as TASC• Items the same quality as TASC• Diagnostic profile sheet• Procedures for ordering

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TASC Language Arts/Reading

Domain/Reporting Category Approximate Domain Coverage

Time to Complete

Number of Items

Reading – Informational andLanguage (vocabulary acquisition) 70%

70 minutes50 MC items7‐8 passagesReading – Literary and

Language (vocabulary acquisition) 30%

The TASC emphasizes the Common Core State Standards for Reading for grades 9-12 that are the most relevant to College and Career Readiness.


Six texts representing a variety of genres, with an emphasis on– literary fiction and nonfiction – historical, scientific, and technical informational texts.

Texts require close, analytic reading, and associated test items focus on examinees’ use of evidence to support their analyses (claims, conclusions, inferences) about texts.

A portion of the Reading score points (10%‐15%) are derived from items that assess language acquisition and use.

– Vocabulary items assess the use of word analysis skills, use of reading closely, and using a variety of resources and analytic skills to determine meanings in context and interpret the author’s use of figurative language and literary devices.

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TASC Language Arts/Reading


The primary claims for the Language Arts/Writing test can be used to make inferences about whether examinees have learned to:

• read and interpret complex text• anchor their interpretations in text• contextual cues to interpret unfamiliar vocabulary• use information from what they have read to support the ideas in

their writing• use skills and rules necessary for editing and revision of their writingResources include TABE Lexile Scores and Instructional Strategies at the students’ functional level (), TABE CCSS testlets to be used as practice tests to TASC, integrating science and social studies texts/teaching across the curriculum

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TASC Language Arts /Writing


TASC: Two‐Part Language Arts/WritingPart 1: Multiple Choice

– Editing/revision items assessing skills such as:• Revising text structure• Creating divisions to achieve more effective text organization that provides a more unified and clear meaning

Part 2: Writing • Students will write an evidence‐based informative/explanatory or an

argument/opinion essay that effectively uses source text to support claims• Source texts are between 600‐800 words and focus on assessing writing

standards 1 and 2 • Examinees are permitted 50 minutes for this component• The essay is scored using the applicable 0‐4 point holistic rubric with

descriptors that focus on the expectations of the CCSS Writing standards• No minimum word or paragraph requirements – expectation is for a fully

developed essay

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TASC Language Arts /Writing


Language Emphasis• Demonstrate command of the conventions of standard English

– grammar usage – capitalization– punctuation– spelling

• Apply knowledge of language to understand how language functions in different contexts to improve comprehension

Writing Emphasis• Write arguments/opinions to support claims

OR• Write informative/explanatory texts to examine and convey complex

ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

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4.20.3: TASC Language Arts /Writing

Shifts: English Language ArtsAssessment• Range of texts • Text‐evidence • Integration of reading and

writing• Technology‐enhanced and

enabled• Less formulaic writing• Multiple responses• Partial credit• Machine scorable

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Instruction• Guided practice of close

analytic reading• Writing about reading• Reading a range of texts• Using text evidence to

support claims • Writing for a variety of

purposes, especially argumentative writing

• Asking, “How do you know?”

RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

Copyright © 2013 CTB/McGraw-Hill LLC

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TASC ELA Sample ItemsRead these sentences.

Waiting for news about the flight delay, Sam looked for a quiet place in the noisy terminal to make a phone call. Jordan tried to find an outlet where she could plug in her computer.

Which revision most clearly combines the two sentences?

A. Waiting for news about the flight delay, Sam, while Jordan tried to find an outletwhere she could plug in her computer, looked for a quiet place in the noisyterminal to make a phone call.

B. Waiting for news about the flight delay, Sam and Jordan looked for a quiet placein the noisy terminal to make a phone call and tried to find an outlet where shecould plug in her computer.

C. Waiting for news about the flight delay, Sam looked for a quiet place in the noisy terminal to make a phone call, while Jordan tried to find an outlet where she could plug in her computer.

D. Waiting for news about the flight delay, Sam looked for a quiet place in the noisy terminal to make a phone call, although Jordan tried to find an outlet where she could plug in her computer.

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TABE Lexile Conversion Website

• Call CTB Customer Service 1‐800‐538‐9547• Ask for your TABE Lexile Web Access

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TASC Mathematics


Time to Complete

Number of Items

Number and Quantity 15%

90 minutes40 MC items12 GR items

Algebra 25%Functions 25%Geometry 25%Statistics and Probability 10%

• The TASC emphasizes the CCSS for mathematics that are the most relevant to College and Career Readiness.

• The Standards for Mathematical Practice, as well as the High School Modeling domain are skills that are incorporated throughout the assessment of the content standards.

• Selected response and gridded response items


• Mathematics test consists of a calculator section and a non‐calculator section

• The following calculators are approved for use with TASC– TI 30XA – TI 30XS (also used in the online version of TASC) – Casio FX‐115ESPLUS – Casio FX‐115MSPlus – Casio FX‐300ESPlus – Casio FX‐260Solar – HP 35S – note this requires RPN familiarity

• Online calculator is TI‐30XS

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TASC Mathematics


• Algebra: Arithmetic with Polynomials and Rational Expressions

• Algebra: Reasoning with Equations and Inequalities• Algebra: Creating Equations• Algebra: Seeing Structure in Expressions• Functions: Interpreting Functions• Functions: Linear, Quadratic, and Exponential Models• Geometry: Geometric Measurement with Dimension• Geometry: Modeling with Geometry• Number and Quantity: The Real Number System

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TASC Mathematics High Emphasis


TASC Math Item Samples

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When a spherical balloon is filled with air, it has a diameter of 6 inches.

Which of the following gives the best estimate for the volume of air in the balloon, in cubic inches?

A 63.6B 108.0C 113.1D 150.8


TASC Math Item Samples2014 test includes gridded‐response itemsSharon made a scale drawing of a triangular park. The coordinates for the vertices of the park are:

(– 10, 5)(15, 5)(10, 12)

Her scale is 1 unit = 1 meter.What is the area of the triangular park in square meters?

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Shifts: MathematicsAssessment• Problem‐solving and

mathematical modeling• Justifying mathematical

claims• Analyzing mathematical

reasoning• Using technology item

enhancements

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Instruction• Engagement in “real‐world”

contexts• Emphasis on problem‐solving

and mathematical modeling• Proficiency with diverse

mathematical tools• Communication of

mathematical reasoning• Less emphasis on memorization• Greater emphasis on fluency


TASC Science


Time to Complete

Number of Items

Physical Science 33%

80 minutes47 MC items

8 stimuli

Life Science 34%Earth and Space Science 33%Engineering, Technology, and Application of Science(integrated across content domains)

100%

Scientific and Engineering practices (integrated across content domains)

100%

Cross‐cutting Concepts(integrated across content domains)

100%

The TASC is designed to assess the performance expectations in the Next Generation Science Standards (NGSS).


• Assessment of conceptual knowledge of core ideas in the physical, life, and earth/space sciences

• Assessment of the cross‐cutting ideas such as cause and effect; scale, proportion, and quantity; systems and system models; energy and matter (flows, cycles, and conservation); structure and functions; stability and change

• Assessment of engineering practices such as defining and delimiting a problem, designing solutions to a problem, and evaluating and optimizing design solutions

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TASC Science


Physical Sciences• Matter and Its Interactions• Motion and Stability: Forces and Interactions• Energy• Waves and Their Applications in Technologies for Information Transfer

Life Sciences• From Molecules to Organisms: Structures and Processes• Ecosystems: Interactions, Energy, and Dynamics• Heredity: Inheritance and Variation of Traits• Biological Evolution: Unity and Diversity

Earth and Space Sciences• Earth’s Place in the Universe• Earth’s Systems• Earth and Human Activity

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TASC Science


TASC Science Item SamplesScience stimulus‐based item setUse the following information to help answer questions 1‐2.

The diagram shows a cross‐section of an area where two tectonic plates of Earth’s surface are moving towards each other. The leading edge of one tectonic plate has oceanic crust, while the leading edge of the other tectonic plate has continental crust.

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TASC Science Item SamplesSeveral types of geographic features would be predicted to form over time in the area shown in the diagram. Which geographic feature would not be predicted to occur in this area?A volcanoesBmountainsC ocean ridgeD ocean trench

Which of these could explain the motion of the tectonic plates shown in the diagram?A rotation of Earth’s axisB currents within Earth’s oceanC convection of material within Earth’s interiorD gravitational pull of the sun and moon on Earth’s surface


TASC Social Studies


Time to Complete

Number of Items

US History 25%

70 minutes47 MC items8 stimuli

World History 15%

Civics and Government 25%

Geography 15%

Economics 20%

TASC will use national standards created by groups that specialize in the following domains: U.S. History, World History, Civics and Government, Geography, and Economics


CTB created the TASC Social Studies framework through analysis of standards and key concepts emphasized by the following national organizations/resources:

– National Center for History in the School– National Standards for History – Center for Civic Education– National Standards for Civics and Government– Economics‐ Council for Economic Education, Voluntary National

Content Standards in Economics– National Council for Social Studies– National Council for Geographic Education

CTB also analyzed several state frameworks to inform the creation of the TASC Social Studies framework

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TASC Social Studies


TASC Social Studies High Emphasis• U.S. History: Post‐War United States (1945‐1970s)• U.S. History: The Great Depression and World War II (1929‐

1945)• U.S. History: Civil War and Reconstruction (1850‐1877)• Civics and Government: U.S. Constitution: Embodies the

Purpose, Values, and Principles of American Democracy • Civics and Government: Civic Life, Politics, and Government• Civics and Government: Foundations of the American Political

System• Economics: Government and Economics • Economics: Microeconomics

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TASC Social Studies Item SamplesSocial Studies stimulus‐based item setLook at the chart. Then answer the questions that follow.

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TASC Social Studies Item SamplesWhich of these organizations was formed to prevent a common threat?

A NATOB OPEC

C EU

D WTO

Which of these would be the best title for the chart? A International Defense Organizations

B International Economic Organizations

C Examples of Ways Nations Cooperate

D Examples of Ways Nations Combat Poverty

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TASC Website Walk‐Throughhttp://www.tasctest.com/index.html

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Instructional ResourcesMcGraw‐Hill Contemporary RepresentativeBeth Pierce, West Virginia ConsultantMcGraw‐Hill [email protected]: 614‐907‐6045

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Copyright © 2013 CTB/McGraw‐Hill LLC.

Depth of Knowledge Coverage

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Element 2014 2015 2016

Standards Alignment

Foundational concepts from the Common Core State Standards (ELA/Math)

Final version of NGSS

SS Framework

Transitional concepts from the Common Core State Standards (ELA/Math)


SS Framework

Common Core State Standards (ELA/Math)


SS Framework

Emphasis Foundational key concepts tested by multiple choice/GR item types

Problem solving

Evidence‐based writing

Emphasis on informational text

Foundational key concepts and application of foundational key concepts tested by multiple choice/GR, constructed response, and technology enhanced items

Problem solving



Key concepts and application of key concepts tested by multiple choice/GR, constructed response, and technology enhanced items

Problem solving (increased emphasis)



Cognitive Complexity

DOK 1 and 2 with limited DOK 3 DOK 2 and 3 with limited DOK 1 DOK 2 and 3 with limited DOK 1 and 4

Item Types Multiple choice

Gridded response

Writing prompt

Multiple choice

Gridded response

Writing prompt

Technology enhanced

Multiple choice

Gridded response

Writing prompt

Technology enhanced


Webb’s Depth of KnowledgeLevel 1 Recall

– Recall of a fact, information or procedureLevel 2 Skill/Concept

– Use information or conceptual knowledge, two or more steps, etc.

Level 3 Strategic Thinking– Requires reasoning, developing a plan or sequence of steps, some complexity, more than one possible answer

Level 4 Extended Thinking– Requires an investigation, time to think and process multiple conditions of the problem or task

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DOK CHART• Discuss and review DOK chart in teams• Small Group Activity

– Break into groups of three or four – Each group will

– Review the sample items and provide the correct answer – Determine the DOKs for each item and provide the rationale and defend the DOK decisions

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Argument/Opinion Essay: Holistic Writing Rubric4 Point Response 3 Point Response 2 Point Response 1 Point Response O Points

The response is a well‐developed essay that develops and supports an argument.

The response is a complete essay that develops and supports an argument.

The response is an incomplete or oversimplified essay that develops and supports an argument.

The response provides evidence of an attempt to write an essay that offers an argument.

The response is completely irrelevant or incorrect, or there is no response.

Effectively introduces a claim Clearly introduces a claim Attempts to establish a claim Weakly states or alludes to a claim

Uses logical, credible, and relevant reasoning and evidence to support claim

Uses reasoning and evidence to support claim

Develops, sometimes unevenly, reasons and/or evidence to support claim

Has minimal support for claim

Uses an organizational strategy to present reasons and relevant evidence

Uses an organizational structure to present reasons and relevant evidence

Attempts to use an organizational structure

May be too brief to demonstrate an organizational structure

Acknowledges and counters opposing claims, as appropriate

Attempts to acknowledge and/or counter opposing claims, as appropriate

Makes little, if any, attempt to acknowledge or counter opposing claims

Makes no attempt to acknowledge or counter opposing claims

Uses precise and purposeful word choice

Uses clear word choice Uses simple language, which sometimes lacks clarity

Uses words that are inappropriate, overly simple, or unclear

Uses words, phrases, and/or clauses that effectively connect and show relationships among ideas

Uses words and/or phrases to connect ideas

Makes some attempt to connect ideas with simple transitional words and phrases

Makes little, if any, attempt to connect ideas with transitional words or phrases

Uses and maintains an appropriate tone

Uses an appropriate tone Makes little, if any, attempt to develop a tone

Makes little, if any, attempt to develop a tone

Provides a strong concluding statement or section that logically follows from the ideas presented

Provides a concluding statement or section that follows from the ideas presented

Provides a weak concluding statement or section

Provides a minimal or no concluding statement or section

Has no errors in usage and conventions that interfere with meaning

Has few, if any, errors in usage and conventions that interfere with meaning

May have errors in usage and conventions that interfere with meaning

Has errors in usage and conventions that interfere with meaning

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Informative/Explanatory Essay: Holistic Writing Rubric

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4 Point Response 3 Point Response 2 Point Response 1 Point Response O PointsThe response is a well‐developed essay that examines a topic and presents related information.

The response is a complete essay that examines a topic and presents information.

The response is an incomplete or oversimplified essay that examines a topic.

The response provides evidence of an attempt to write an essay that examines a topic.

The response is completely irrelevant or incorrect, or there is no response.

Effectively introduces the topic to be examined

Clearly introduces the topic to be examined

Attempts to introduce a topic May not introduce a topic, or topic must be inferred

Uses specific facts, details, definitions, examples, and/or other information to develop topic fully

Uses multiple pieces of relevant information to develop topic

Develops topic, sometimes unevenly, with mostly relevant information

Provides minimal information to develop the topic

Uses an organizational strategy to present information effectively

Uses an organizational structure to group information

Attempts to use an organizational structure

May be too brief to demonstrate an organizational structure

Uses precise and purposeful word choice

Uses clear word choice Uses simple language, which sometimes lacks clarity

Uses words that are inappropriate, overly simple, or unclear

Uses words, phrases, and/or clauses that effectively connect and show relationships among ideas

Uses words and/or phrases to connect ideas

Makes some attempt to connect ideas with simple transitional words and phrases

Makes little, if any, attempt to connect ideas with transitional words or phrases

Uses and maintains an appropriate tone

Uses an appropriate tone Makes little, if any, attempt to develop a tone

Makes little, if any, attempt to develop a tone

Provides a strong concluding statement or section that logically follows from the ideas presented

Provides a concluding statement or section that follows from the ideas presented

Provides a weak concluding statement or section

Provides a minimal or no concluding statement or section

Has no errors in usage and conventions that interfere with meaning

Has few, if any, errors in usage and conventions that interfere with meaning

May have errors in usage and conventions that interfere with meaning

Has errors in usage and conventions that interfere with meaning


Use the Scoring Rubric as an Instructional Rubric

• Small Group Activity• Break instructors up into groups of three or four• Discuss and review Rubric and what makes each score point different

• Each team will review the rubric to determine what skills make a:

– 4 paper – 3 paper– 2 paper– 1 paper– 0 paper

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Use the Scoring Rubric as an Instructional Rubric • Small Group Activity

– Break instructors up into groups of three or four – Review a writing samples

• Score student writing as a team • Discuss your score as a team • Discuss scores and make any changes to your score you believe necessary

– Note: Next instructors session will include writing exemplar activities

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Link into following site: http://www.tasctest.com/assets/

mathrefsheet.pdf

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Use the Reference Sheet as an Instructional Tool • 10 Minute Activity

– Break instructors up into groups of three or four –– Teams will Review the Math Reference Sheet– Choose one formula or concept (for example, volume, interest,

probability) • Discuss how your team would use the selected formula information to teach to the needed information

• Discuss instructional strategies the team would employ to teach each of the formula or concepts

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CommunicationTASC Website

• www.tasctest.comSocial Media

• Facebook.com/TheTASCTest• Twitter.com/TheTASCTest• TheTASCTest.Wordpress.com/

Instructional Resources http://wvde.state.wv.us/teach21/https://www.livebinders.com/play/play?id=411993

Five Webinars to be posted on WV websites of choice for training reviews • Will be State specific with policy and program information• Will provide national focus on test content

Contact Information:Please call WVDE staff to

contract CTB staff with Concerns and Questions

[email protected]@access.k12.wv.us

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